In a sense, anyone who "is" at level II -- anyone who has learned how to
learn and can move across settings; whose experience is punctuated by what
counts as a context of action must draw on level III learning in completely
unfamiliar territory, where "what counts as a context" of action has to be
learned anew. what do you think? or you? or you?
judy
At 04:35 AM 4/19/01 -0700, you wrote:
>
>Kathy-- My personal experience is that researchers may be pushed to the
>level 3 learning that Bateson talks about, but rarely if ever the kids.
>
>Unless-- does it count that with the kids you get into interactions where
>they are talking with an adult, engaging in joint activity that requires
>effort, where they are making real contributions, and the wholel thing
>feels like a peer interaction? They seem literally different people at
>such times, and their subsequent behavior often has them taking on more
>adult responsibilities. no one tells them to changein this way. Its
>not just a new habit is it? or is it?
>mike
>heading for underwater minnesotta
>
>
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